21世纪以来德国中小学补救教学发展的经验与启示  

Experiences and Implications of Remedial Instruction in German Primary and Secondary Schools in the 21st Century

作　　者：项筝 XIANG Zheng(Faculty of Education,Shandong Normal University,Jinan,Shandong,250014,PRC)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《当代教育与文化》2025年第1期48-54,共7页Contemporary Education and Culture

基　　金：全国教育科学“十四五”规划国家一般课题“‘双减’政策背景下补救教学的国际经验与本土建构”(BHA220121)。

摘　　要：补救教学是一种针对弱势学生,通过个体化教学策略,使每个学生在其能力范围内获得最大发展的教育实践。补救教学在德国中小学的发展经历了起步、发展、成熟三个阶段。德国政府和非政府组织积极推进补救教学,在一定程度上缩小了学生的学业差距,有助于促进教育公平。近年来,德国中小学补救教学相关政策持续推进,学生学习动机持续增强,教育体系不断革新。德国中小学补救教学在实施过程中仍存在一些问题,需要不断改进和优化。Remedial instruction is an educational practice aimed at disadvantaged students,utilizing individualized instructional strategies to enable each student to achieve the greatest development within their capabilities.The development of remedial instruction in German primary and secondary schools has undergone three phases:initiation,development,and maturation.The German government and non-governmental organizations actively promote remedial teaching,which has,to some extent,narrowed the academic achievement gap among students and contributed to the advancement of educational equity.In recent years,policies related to remedial instruction in German primary and secondary schools have been continuously advanced,leading to an increase in student motivation and ongoing innovations within the educational system.However,there are still some challenges in the implementation of remedial instruction in German schools that require ongoing improvement and optimization.

关 键 词：德国 中小学 补救教学 教育公平 

分 类 号：G551.6[文化科学—教育学]